| In the new situation of higher education development,self-regulated learning ability has not only become one of the qualities necessary for today’s new compound talents,but also playing an increasingly important role in the development of individuals for life and the construction of a knowledge-based society.The university is an important stage for individual cultivation and development of self-regulated learning ability.The study of college students’ self-regulated learning ability is an important issue in higher education-related research.Therefore,this research is based on the data of H University’s "2018 Survey of Students’ Learning and Development ",using literature research methods,comparative methods and quantitative analysis methods,taking selfdetermination theory as the theoretical basis and combining social cognitive theory,volition theory and other related theories to explore the influence mechanism of college students’ self-regulated learning ability.This study first classifies H university students based on self-determination theory,and then analyzes the self-regulated learning ability of each type of student.Finally,it analyzes the mechanism of self-regulated learning ability of highly coordinated and optimizes students’ self-regulated learning ability method.The conclusion is as follows:(1)There are four types of students at H University.This study uses two-dimensional four-category classification to classify students into four categories based on their college support satisfaction and student expectations: highly coordinated,environmentdependent,independent development,and passive development.(2)The self-regulated learning ability and its various dimensions of the four types of students at H University are relatively high.Among them,highly coordinated students have the highest self-regulated learning ability,and passive development students have the lowest self-regulated learning ability.These four types of students are unevenly distributed in gender,grade and major,and there are significant differences in selfregulated learning ability and its various dimensions.(3)Support satisfaction and expectations of college students have a positive impact on self-regulated learning ability.The specific manifestation is that college support satisfaction affects self-regulated learning ability through student expectations,and student expectations play a part of the intermediary role in this influence mechanism.Based on the above conclusions,this study uses self-determination theory to make recommendations for students,institutions,and building a learning society.The first is for the student.For the three types of students,such as environment-dependent,independent development and negative development,whose self-determination tendency is not obvious,they should pay attention to the beneficial internalization of the external environment in the learning process and the use of internal and external integration processes of learning resources.Secondly,for the universities,they should give procedural support to the establishment of students’ autonomous support environment from the aspects of intelligent teaching hardware facilities and teacher guidance.Finally,for the construction of a learning society,attention should be paid to cultivation of the self-regulated learning ability at the university and establishment of learners’ self-awareness,which make self-regulated learning become the learning will with individual lifelong development. |
